Differential Effects of Attention
Bibliographic Data
| ID | 4502255 |
|---|---|
| Authors | Susan Ga, Susan M Ga (0000-0001-5222-3319, Oakland Community College), Ildikó Svetics (Oakland Community College), Sarah Lemelin (Oakland Community College) |
| Year | 2003 |
| Volume | 53 |
| Issue | 3 |
| Pages | 497-546 |
| Publication date | 2003-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1467-9922.00233 |
| OpenAlex | W1717693494 |
| Language | EN |
| Citations received | 36 |
| References cited | 35 |
This study questions the extent to which attention differentially affects different parts of language and how this differential effect interacts with increased linguistic knowledge (i.e., proficiency). Thirty-four English speakers enrolled in Italian 1st-, 2nd-, and 3rd-year foriegn language courses in the United States were placed into one of two conditions ([+focused attention] and [−focused attention]) for each of three linguistic areas (syntax, morphosyntax, and lexicon). It was predicted that focused attention would have the greatest effect on the lexicon and the least on syntax. The results showed the opposite. For the non-focused-attention condition, the predicted results were borne out. With regard to proficiency, focused attention had a diminishing effect, with the greatest effect in early periods of learning and the least in later stages
Cognition · Cognitive psychology · Differential (mechanical device) · Differential effects · Language proficiency · Lexicon · Linguistics · Mathematics education · Psycholinguistics · Syntax · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
The role of a consciousness-raising task in a focused-task sequence
Language awareness and language learning
The Effect of Input-based Instruction Type on the Acquisition of Spanish Accusative Clitics
Second Language Acquisition
Implicit and explicit instruction in L2 learning
Teaching Pronunciation in Just Ten Minutes a Day
Learner-Generated Noticing Behavior By Novice Learners
Feedback, Noticing and Instructed Second Language Learning
The Interrelationship of Loneliness, Smartphone Addiction, Sleep Quality, and Students’ Attention in English as a Foreign Language Class
Adjunct Language Instruction
The Effect of Extensive Instruction on Learning the Passive Voice in Intermediate ESL
The impact of explicit instruction on different types of linguistic properties
Türkçe Öğretmeni Adaylarının Türkçe Dil Bilinç Düzeylerinin Belirlenmesi
The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners
Medical students’ attention in EFL class
Re‐engaging the interface debate
The effects of learner profiles on pragmalinguistic awareness and learning
Predicting L2 learners’ noticing of L2 errors
Noticing in task performance and learning outcomes
The effects of individual differences in field dependence/independence and analogical reasoning for L2 instruction
Contextual learning of L2 lexical and grammatical collocations with and without typographic enhancement
L2 learning of complex form-meaning mapping
Metalinguistic Knowledge in L2 Task Performance
Learned Attention Effects in L2 Temporal Reference
Vigilance, expectancy, and noise
L2 distribution of Chinese connectives
Effects of second language learning conditions along the implicit/explicit continuum
Bound to be noticed? Opposing effects of boundedness on attention to morphemes in L2 reading
Subject-Verb Number Agreement in Bilingual Processing
Adult Language Learning After Minimal Exposure to an Unknown Natural Language
Written Languaging, Direct Correction, and Second Language Writing Revision
The Effect of Frequency of Input-Enhancements on Word Learning and Text Comprehension
Learner-Generated Noticing of Written L2 Input
Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions
Reinvestigating the Noticing Function of Output
Finger dialogue
Principles and practice in second language acquisition
Consciousness, Learning and Interlanguage Pragmatics
Attention
Explicit Instruction and Input Processing
Implicit learning and tacit knowledge.
Input, Interaction, and Second Language Development
Implicit learning of artificial grammars
Psychological Mechanisms Underlying Second Language Fluency
On Explicit and Negative Data Effecting and Affecting Competence and Linguistic Behavior
Focus on Form
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Input Enhancement in Instructed SLA
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
Attention in Cognitive Science and Second Language Acquisition
Learning Second Language Grammar Rules
Conversational Interaction and Second Language Development
The input hypothesis
Integrating Research Areas
The Role of Consciousness in Second Language Learning1
Awareness and Second Language Acquisition
Implicit and Explicit Learning of Languages
Attention, Awareness, and Foreign Language Behavior
Individual Differences and the Fundamental Similarity of Implicit and Explicit Adult Second Language Learning
Learner-Generated Attention to Form
| Unique citing works | 36 |
|---|---|
| Citations per year | 1,44 |
| Citation span | 2001 - 2026 (26) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |